Jumping on the Fast-Track: Developmental Education Course Redesign Using NCAT Principles

Nov 13, 2012Download as PPTX, PDF1 like293 views

This document discusses the redesign of developmental education math courses at three community colleges using the NCAT emporium model. Cossatot Community College, Pulaski Technical College, and Ozarka College piloted modularized, mastery-based developmental math courses that utilized computer labs and qualified math instructors. The pilots showed improved completion rates compared to traditional lecture formats, with more students completing levels in fewer semesters and higher average GPAs in subsequent college algebra courses. Contact information was provided for representatives from each college.

Developmental Education Course Redesign
Using NCAT Principles
Cynthia Fletcher, Pulaski Technical College
Holly Ayers, Ozarka College
Kristin Bowden, Cossatot Community College of the UA

Fixed Attendance Teaching
Vs. Vs.
Flexible Attendance Facilitating
“Simply ask: how
NCAT would we do things
Emporium differently if we put
learning first? Then
Instructors Course Format
do it.”
and/or And
-Barr & Tagg
Tutor Facilitators Lab Access

Cossatot Pulaski Tech Ozarka

• Project AMP-NCAT • Title III, • Foundations of
Funding Foundations of Math, Institutional
• 2007- current Excellence, Funding
• Hawkes Learning Achieving the • 2010-current
Systems Dream • Hawkes Learning
• Pilot Review • 2006- current Systems
• MyMathLab • Pilot Review
• Pilot Review

•Acceleration of Developmental Math
•NCAT Emporium Model Utilization
•Modularization
•Mastery-Based
•Computer Lab Utilization
•Standardized curriculum
•Qualified Math Instructor Utilization
•Curriculum Alignment

Cossatot Community College-UA
Pilot Project Length: 5 Academic Semesters
3 Levels/Semester 7.6%

2 Levels/Semester 55.4%

1 Level/Semester 24.6%

Non-Completers 3.2%

Drop-Outs 9.2%

Average GPA College Algebra 2.65

Pulaski Technical College
Pilot Project Length: 2006-2011
Course 2006 2011
Success Success
DEVE0332/0334 42% 54%-64%

DEVE0036 41% 54%

DEVE0338 48% 55%

•Fall 2011-Pilot classroom emporium, modulized
with mastery learning
•Spring 2011-6 sections modulized with mastery
learning

Ozarka College
Completion Rates-2010
Pilot Project Length: Fall 2011
Pilot Project Pacing-Fall 2011 Level 1 Dev Ed Math 49.61%
Accelerated 31%
Level 2 Dev Ed Math 45.67%
Completion
Completion 40% Level 3 Dev Ed Math 40.48%

Paced <1 semester 28% Average Dev Ed Math Completion Rate

Traditional Lecture Redesign Pilot
•Fall 2011-3 sections, one instructional site 2010-2011 Fall 2011
modulized with mastery learning 45.25% 71% (Projected)
•Spring 2011-8 sections, four instructional sites
modulized with mastery learning, accelerated
college algebra

Kristin Bowden-Division Chair- Humanities and Social
Sciences
Cossatot Community College-UA
Kbowden@cccua.edu
870-584-4471, Ext 1126

Cynthia Fletcher-Interim Dean Academic Success
Pulaski Technical College
cfletcher@pulaskitech.edu
501-8122322

Holly Ayers-Division Chair- Math, Science and Education
Ozarka College
hayers@ozarka.edu
870-368-2040

The document summarizes a study comparing student outcomes and experiences in kinesiology courses delivered in blended or fully online formats. Quantitative data found no significant differences in student grades or retention between the two delivery modes. Qualitatively, some students preferred the flexibility of online learning while others felt they learned better with face-to-face interaction and instruction. Instructors found blended courses required more work but provided the benefits of both online and in-person learning. Overall, the study was unable to determine conclusively whether one delivery mode was more effective than the other for all students.

Developing study skills through online interactive workshops by karen foley, ...EADTU

��

From Theory to Practice, Balancing Pedagogy and Technology for Diverse Profes...COHERE2012

��

This document summarizes the efforts of Digital Education Strategies to provide professional development to instructors with diverse needs through balancing pedagogy and technology. It discusses challenges in meeting diverse instructor needs and interests with limited time. Various efforts including face-to-face sessions, web conferences, and an online course called TALO are described. Key lessons learned are that instructors are most interested in tools and applications, flexibility within a strong framework is important, and an effective comprehensive online professional development program is possible. The document concludes by thanking the reader.

Scientix 8th SPWatFCL Brussels 16-18 October 2015: Amgen TeachBrussels, Belgium

��

Introduction to checet 2013 courseVivienne Bozalek

��

This document provides an introduction and overview of the 2013 CHECET course on Emerging Technologies to improve Teaching and Learning in Higher Education. It defines emerging technologies as those that are evolving, not fully understood, and potentially disruptive. The course will involve both online and face-to-face sessions over 6 weeks, exploring educational challenges and how emerging technologies can address them. Participants will design a case study and assessment will include reflections, participation, and a final case study presentation.

Mpu3123 titas week 1 ppt (summer 2016)wanarizwan

��

This document outlines the course details for MPU3123 Islamic and Asian Civilisations. The course objectives are to introduce students to concepts of civilizations including the interactions between various Malay, Chinese, and Indian civilizations, issues in contemporary Islamic and Asian civilizations, and their implications for national development. Students will learn about key concepts of Islamic and Asian civilizations and apply effective communication skills. Assessment includes weekly exercises, group assignments, online quizzes, and a final exam, totaling 60% continuous assessment and 40% final exam. The course will be delivered through a blended of face-to-face and online learning over 12 weeks.

Job Talk: Research (2007) - Wayne State UniversityMichael Barbour

��

Virtual schooling allows rural schools to offer a wider variety of courses and access highly trained teachers. A study of virtual school students in Newfoundland and Labrador found that during synchronous sessions students tended to stay on task, relying more on each other than teachers for help. During asynchronous time, students only worked effectively about half the time and often collaborated. Students primarily sought help from peers and teachers, regardless of other available resources.

Mpu3123 titas week 1 ppt (summer 2016)ninawariz

��

This document provides an overview and schedule for an Islamic and Asian Civilizations course. It outlines the course objectives, which are to introduce students to concepts of civilizations and issues related to the development of Islamic and Asian countries. The course learning outcomes focus on understanding key concepts of Islamic and Asian civilizations, the importance of religion and culture, and effective communication skills. Assessment will consist of learning exercises, group assignments, online quizzes, and a final exam, making up 60% and 40% of the grade respectively. The schedule provides the topics and learning activities for each week, including both face-to-face and online lectures.

Introducing e-Learning and MOOCs in Pakistani SchoolsMariaRayed

��

The document introduces Daily e-Learning Plans (DeLP), an initiative to bring e-learning to rural schools in Pakistan. DeLP aims to address issues like a lack of trained teachers and gender discrimination by sending daily emails with lessons, activities, and homework aligned to curriculum standards. A study found that an experimental group using DeLP for a year showed much higher improvements compared to a control group on measures like reading comprehension, presentation skills, and applying knowledge, requiring less teacher time. DeLP allows students to learn independently and develop 21st century skills.

Mpu3123 titas week 1 ppt (summer 2016)wanarizwan

��

This document provides an overview and schedule for an Islamic and Asian Civilizations course. The course objectives are to introduce students to concepts of civilizations, interactions between Malay, Chinese, and Indian civilizations, issues in contemporary Islamic and Asian civilizations, and their implications for national development. Students will be assessed through learning exercises, group assignments, online quizzes, and a final exam, which together contribute 60% of the overall grade. The course will include both face-to-face and online lectures delivered through a blended and self-directed learning approach over 12 weeks.

Gs u1 week 1 ppt mpu3212wanarizwan

��

Monash University Malaysia is jointly owned by Monash University and the Jeffrey Cheah Foundation. The document outlines the details of the MPU3212 National Language A course taught at Monash University Malaysia in Semester 2 of 2016. It includes the course objectives, learning outcomes, attendance policy, unit schedule, and assessment tasks. The course aims to improve students' proficiency in the Malay language through face-to-face and online lectures, exercises, assignments, quizzes, presentations, and a final exam worth 40% of the grade. Students must complete all assessments to pass the course.

Mpu3212 national language a week 1 ppt (summer 2016)ninawariz

��

This document provides an overview of a National Language A course offered during the summer semester of 2016. It outlines the course objectives, learning outcomes, attendance policy, learning and teaching approach, unit schedule, and assessment tasks. The course aims to improve students' proficiency in the Malay language through oral and written communication in both formal and informal contexts. Students will be assessed through learning reinforcement exercises, an individual or group assignment, an online quiz, a group presentation, and a final written exam, which together contribute to 60% of the overall grade. The final exam makes up the remaining 40% of the grade.

WorldSTE2013: Student-Centred Learning in Pre-service Science Teacher Educati...Stefaan Vande Walle

��

Mpu3123 titas unit guide (heutagogy summer 2016)ninawariz

��

This document provides information about an undergraduate unit on Islamic and Asian Civilizations taught at Monash University. The 3-credit unit covers topics including the introduction to civilizations studies, interactions between Malay, Chinese, and Indian civilizations, Islam in Malay civilization, contemporary issues in Islamic and Asian civilizations, and their implications for national development in Malaysia. The unit aims to introduce students to civilizations studies and foster respect and national identity. It is delivered through both online and face-to-face lectures over 8 weeks and assessed through quizzes and a final exam.

Mpu3212 mpw2113 national language a (heutagogy summer 2016)ninawariz

��

This document provides information about a National Language A course offered at Monash University. The course aims to improve students' oral and written communication skills in the national language based on their intellectual abilities. It will be delivered through both face-to-face and online lectures over 8 weeks. Students will develop skills such as effective oral and written use of the national language, comprehending various written materials, and composing different text types properly and effectively. Assessment includes an online quiz and final written exam. The course adopts a blended student-centered and research-led learning approach, and provides student support services.

Effects of a flipped classroom intervention in a large enrolment academic ski...IL Group (CILIP Information Literacy Group)

��

This document summarizes the results of flipping a large enrollment academic skills course from a traditional lecture format to a flipped classroom approach. In 2015, the course used weekly lectures and seminars (232 students). In 2016, weekly video lectures were assigned as pre-class work and class time involved structured activities in small groups (315 students). Assessment results showed no significant differences in average rubric scores or pass rates between the two cohorts. While flipping the course was viable, ensuring all students complete pre-class work can be challenging. Lessons learned include the need to balance in-class and pre-class work. The presenters plan to formalize formative assessment and continue improving the flipped approach.

Theory, introduction to the course, 27.10.2014, Essi VuopalaEssi Vuopala

��

This document outlines a university course on learning theory and the pedagogical use of technology. The course will introduce students to three perspectives on learning: self-regulated learning, collaborative learning, and learning of expertise. It will examine how technology can support learning and collaborative knowledge construction. Students will study collaborative learning models and themes related to guiding and evaluating learning. They will complete group assignments, produce a collaborative "science book," and be assessed through participation, an exam, and the book.

Study centerDr. Hina Kaynat

��

The document discusses non-formal education and the role and settings of study centers in distance education. Study centers provide academic support outside of the formal education system and can take place in various settings, providing facilities like tutoring, study materials, and opportunities for interaction. Effective study centers need to consider student needs, learning styles, and access to resources to support independent and self-paced learning.

Universal Design for E Learning Can Benefit All Students(Kari Kumar, Ron Owston)COHERE2012

��

This document summarizes a study on the accessibility of e-learning environments. The study found that applying principles of Universal Design for Learning (UDL) can increase accessibility for all students. Specifically, the study found that an online course that provided multiple means of representation, action and expression, and engagement was equally accessible to students with and without learning disabilities. The study concluded that accessibility is highly individualized and relevant to diverse learners.

Nicole Norris - Lansdowne UDL presentationAffectiveLearningLabs

��

This document provides information about Lansdowne Middle School and their efforts to implement student-centered learning using Universal Design for Learning (UDL) principles. It introduces two teachers, Shelby Small and Carrie Reeve, who lead UDL professional learning communities. It provides student demographic data and discusses successes of their UDL implementation including grant funding and teacher buy-in. Challenges mentioned are time, pushback from some teachers, and changing student mindsets. The document explores what student-centered learning and classrooms look like. Next steps discussed are continuing PLCs, providing observation opportunities, and keeping UDL implementation growing.

Mpu3212 mpw2113 national language a (heutagogy summer 2016)wanarizwan

��

This document provides information about a National Language A course offered at Monash University. The course aims to improve students' proficiency in the national language for both oral and written communication in official, creative, and non-creative contexts. It is a compulsory course for all Malaysian students pursuing an undergraduate degree. The course will be delivered through both face-to-face and online lectures over 8 weeks. Students will be assessed through learning exercises, an assignment, online quiz, group presentation, and a final exam. The course covers topics like pronunciation, grammar, types of oral and written communication, and different text genres.

Connecting Excellence in secondary and higher education: Junior College UtrechtJunior College Utrecht

��

Paradigm Shift in Education due to ICTDr.Suresh Isave

��

The document discusses how the introduction of information and communication technologies (ICT) has led to a paradigm shift in education from a focus on teaching to learning. ICT allows education to become more student-centric by providing additional means of learning beyond traditional teaching. ICT complements teaching by making the curriculum more flexible and challenging with a variety of assignment options and the ability for self-paced learning. Teachers take on more of a facilitating role compared to only instructing students.

Faculty Development as Flexible Performance: Towards a Competency-Based Curri...Andrew Tatusko

��

Description The Penn State World Campus faculty development curriculum focuses on topics of interest and competencies for effective online teaching and trains faculty to understand those competencies, but it is light on assessing faculty competence for online teaching. The program also does not have robust incentives for faculty to persist in their acquisition of new skills. Finally, faculty are coming to online teaching with prior learning and competencies that we do not measure and so, we have not had a mechanism to offer them different levels of competency mastery. The redesign of the Penn State World Campus Faculty Development program fuses research in competency-based curriculum and the Teaching for Understanding (TfU) framework (Wiske, 1998) in order for faculty to demonstrate understanding of online teaching and learning through flexible performances. The foundation for the new curriculum is a map that faculty can use to support and improve their online teaching consistent with their prior learning and experience. The curriculum also breaks ground by using Penn State University’s new badging system as a way to assess and track faculty achievements and progress through the curriculum. Learning Outcomes As a result of attending this session, audience members will … see how the Penn State World Campus faculty development unit scales its work to meet the needs of a large population of faculty and students. gain a working knowledge of competency-based learning and the Teaching for Understanding framework. gain a working knowledge of how badging and competence are linked. discuss strategies for assessing faculty competence in teaching and learning. draft one flexible performance they can implement with their faculty to assess one skill or competency in teaching and learning.

Introduction to student-centred approachesStefaan Vande Walle

��

The document summarizes a national workshop on student-centered approaches for science education. It defines student-centered learning as relying on active rather than passive learning, emphasizing deep understanding, increasing student responsibility and autonomy, and fostering interdependence between teachers and learners. The document explains that student-centered approaches motivate students and help develop skills like communication and collaboration, supporting lifelong learning and individual needs. It then provides examples of techniques to make lessons more student-centered, such as using flashcards, jigsaws, and games, and discusses addressing common criticisms like needing more time and materials.

Poulton - An exploration of the pedagogic benefits of e-learning and e-assess...IL Group (CILIP Information Literacy Group)

��

This document discusses the use of e-learning and e-assessment in information literacy courses for pharmacy students. It outlines the benefits of these approaches such as increased accessibility and flexibility, but also notes challenges like the time needed to develop materials and issues with internet connectivity. A case study describes an online course implemented for pharmacy students that showed improved exam results. While students found it useful, some wanted more interactivity. The author advocates expanding e-learning cautiously while ensuring sound pedagogy and opportunities for interaction remain.

A perfect match blended learning and student engagementCOHERE2012

��

This document summarizes a case study on the effectiveness of a blended learning model in a first-year composition course at Kwantlen Polytechnic University. The study found that the blended model helped most students succeed, with 11 of 16 survey respondents indicating it contributed to their success. Student grades were categorized into four groups: improvement, significant improvement, no improvement, and regression. The majority of students (11) showed improvement or significant improvement in their grades after struggling initially, suggesting the blended model benefited students at this open-admission institution. Regular online and in-person attendance was linked to student success.

Zulkardi manado-2015Zulkardi Harun

��

Using PMRI and PISA for Improving Research and Learning on Mathematics Literacy of Indonesian Students The document discusses Indonesia's poor performance on PISA assessments in mathematics literacy and the development of PMRI (Pendidikan Matematika Realistik Indonesia) to address this issue. PMRI is based on Realistic Mathematics Education and uses contextual problems, models, and interactive instruction to make mathematics more meaningful for students. The author outlines the implementation of PMRI through workshops, research, and international collaborations. Design research is used to develop new teaching materials and improve the PMRI process based on analysis of classroom experiences.

Part Time Faculty in the Community College: Fostering Student Success Through...Holly Arnold Ayers

��

The document discusses part-time or adjunct faculty at community colleges. It notes that many community colleges rely heavily on part-time faculty to teach over 50% of course sections due to budget constraints. However, part-time faculty often lack appropriate benefits and job security. The document proposes developing best practices for supporting part-time faculty through improved employment policies, professional development opportunities, and greater integration into their institutions. This could help improve student success outcomes and make better use of part-time faculty as a resource.

Hlc presentation final (2014)2Holly Arnold Ayers

��

This document summarizes Ozarka College's redesign of its developmental education programs in math and writing. The redesign aimed to radically increase acceleration, retention, and completion rates through modularized, mastery-based pathways and co-requisite support. For math, the redesign reduced coursework from 9 to 3 credits over 1-2 semesters, offering 3 pathways to college algebra. For writing, it integrated reading and writing into 5 credits over 1 semester, with 2 pathways to composition I. Early results showed significant increases in retention, persistence, and degree completion compared to the traditional multi-semester sequences. The presentation identifies barriers overcome through the redesign and next steps to further improve student success.

More Related Content

What's hot (20)

Introducing e-Learning and MOOCs in Pakistani SchoolsMariaRayed

��

Mpu3123 titas week 1 ppt (summer 2016)wanarizwan

��

Gs u1 week 1 ppt mpu3212wanarizwan

��

Mpu3212 national language a week 1 ppt (summer 2016)ninawariz

��

WorldSTE2013: Student-Centred Learning in Pre-service Science Teacher Educati...Stefaan Vande Walle

��

Mpu3123 titas unit guide (heutagogy summer 2016)ninawariz

��

Mpu3212 mpw2113 national language a (heutagogy summer 2016)ninawariz

��

Effects of a flipped classroom intervention in a large enrolment academic ski...IL Group (CILIP Information Literacy Group)

��

Theory, introduction to the course, 27.10.2014, Essi VuopalaEssi Vuopala

��

Study centerDr. Hina Kaynat

��

Universal Design for E Learning Can Benefit All Students(Kari Kumar, Ron Owston)COHERE2012

��

Nicole Norris - Lansdowne UDL presentationAffectiveLearningLabs

��

Mpu3212 mpw2113 national language a (heutagogy summer 2016)wanarizwan

��

Connecting Excellence in secondary and higher education: Junior College UtrechtJunior College Utrecht

��

Paradigm Shift in Education due to ICTDr.Suresh Isave

��

Faculty Development as Flexible Performance: Towards a Competency-Based Curri...Andrew Tatusko

��

Introduction to student-centred approachesStefaan Vande Walle

��

Poulton - An exploration of the pedagogic benefits of e-learning and e-assess...IL Group (CILIP Information Literacy Group)

��

A perfect match blended learning and student engagementCOHERE2012

��

Zulkardi manado-2015Zulkardi Harun

��

Introducing e-Learning and MOOCs in Pakistani SchoolsMariaRayed

��

Mpu3123 titas week 1 ppt (summer 2016)wanarizwan

��

Gs u1 week 1 ppt mpu3212wanarizwan

��

Mpu3212 national language a week 1 ppt (summer 2016)ninawariz

��

WorldSTE2013: Student-Centred Learning in Pre-service Science Teacher Educati...Stefaan Vande Walle

��

Mpu3123 titas unit guide (heutagogy summer 2016)ninawariz

��

Mpu3212 mpw2113 national language a (heutagogy summer 2016)ninawariz

��

Effects of a flipped classroom intervention in a large enrolment academic ski...IL Group (CILIP Information Literacy Group)

��

Theory, introduction to the course, 27.10.2014, Essi VuopalaEssi Vuopala

��

Study centerDr. Hina Kaynat

��

Universal Design for E Learning Can Benefit All Students(Kari Kumar, Ron Owston)COHERE2012

��

Nicole Norris - Lansdowne UDL presentationAffectiveLearningLabs

��

Mpu3212 mpw2113 national language a (heutagogy summer 2016)wanarizwan

��

Connecting Excellence in secondary and higher education: Junior College UtrechtJunior College Utrecht

��

Paradigm Shift in Education due to ICTDr.Suresh Isave

��

Faculty Development as Flexible Performance: Towards a Competency-Based Curri...Andrew Tatusko

��

Introduction to student-centred approachesStefaan Vande Walle

��

Poulton - An exploration of the pedagogic benefits of e-learning and e-assess...IL Group (CILIP Information Literacy Group)

��

A perfect match blended learning and student engagementCOHERE2012

��

Zulkardi manado-2015Zulkardi Harun

��

Viewers also liked (9)

Part Time Faculty in the Community College: Fostering Student Success Through...Holly Arnold Ayers

��

Hlc presentation final (2014)2Holly Arnold Ayers

��

Supporting Part-Time Faculty Through Policy DevelopmentHolly Arnold Ayers

��

The document discusses supporting part-time faculty through policy development, integration, and professional development. It addresses what is known about part-time faculty, best practices for their employment, professional development, and institutional integration. These include strong employment policies, orientation, mentoring, and assessing integration. The document argues that policy development is needed regarding part-time faculty's role in student success, remediation, technical instruction, and institutional support networks.

Creating Pathways to Student Success: Accelerating Developmental Education in...Holly Arnold Ayers

��

Ozarka College is redesigning its developmental education programs to accelerate student completion. The redesign includes integrating reading and writing courses, using a modularized emporium model for math, and adding supplemental instruction for English Composition I. Early results show improved retention rates compared to traditional courses. Ozarka will continue evaluating placement measures, instructional methods, and student outcomes to further improve the redesign in supporting student success.

Arkansas PACE Grant Implementation WorkshopHolly Arnold Ayers

��

The document summarizes the Arkansas PACE Grant implementation workshop at Ozarka College regarding developmental and technical math course redesign using NCAT principles. It discusses moving from a traditional math sequence to an emporium model with modularization, mastery-based learning, and computer lab utilization. Data shows improved retention rates and more students completing college-level math requirements under the redesigned model compared to the traditional sequence. Next steps discussed include adding a technical math component, transcripting module progress, outcomes assessment tracking attendance, demographics and early alerts.

Redesign: Technology and Innovation in Mathematics EducationHolly Arnold Ayers

��

The document discusses Ozarka College's efforts to redesign their technical mathematics pathways to improve student success rates. Key aspects of the redesign included integrating developmental and technical math, offering multiple pathway options based on student needs, and utilizing an emporium model with modularized and mastery-based curriculum. Outcomes of the redesign included increased student retention rates, higher completion rates of gateway courses, and more students completing technical math requirements in one semester compared to traditional models. The redesign also aimed to overcome challenges like communication, placement, advising and assessing outcomes. Next steps discussed expanding partnerships, continued data collection, and addressing financial aid and program completion impacts.

Los anglesbran1234567

��

Co-Requisite Mathematics Redesign: Technology and Innovation in Mathematics C...Holly Arnold Ayers

��

This document outlines a co-requisite model for college algebra that was implemented at Ozarka College. The model integrated a developmental foundations of math course with college algebra to accelerate students' progress. It utilized an emporium learning model with modularized and mastery-based curriculum. Early results showed increased student retention, persistence to college algebra, degree completion, and decreased time and cost to students compared to previous developmental math sequences. The project used intensive scheduling, supplemental tutoring, mid-term interviews, and outcomes assessment to support student success in an integrated co-requisite approach to developmental and college-level math.

Creating a Shared Vision of Student SuccessHolly Arnold Ayers

��

The document summarizes elements of collaboration between academic and student affairs at Ozarka College. It provides information about the college's mission, service area demographics, student demographics, and organizational structure with academic and student affairs divisions. It then outlines elements of success including top-down commitment, service learning, active outreach and assessment, classroom-student affairs continuity, and frequent communication. Initiatives that support these elements are also summarized, with implications for developing a shared vision of student success through collaboration.

Part Time Faculty in the Community College: Fostering Student Success Through...Holly Arnold Ayers

��

Hlc presentation final (2014)2Holly Arnold Ayers

��

Supporting Part-Time Faculty Through Policy DevelopmentHolly Arnold Ayers

��

Creating Pathways to Student Success: Accelerating Developmental Education in...Holly Arnold Ayers

��

Arkansas PACE Grant Implementation WorkshopHolly Arnold Ayers

��

Redesign: Technology and Innovation in Mathematics EducationHolly Arnold Ayers

��

Los anglesbran1234567

��

Co-Requisite Mathematics Redesign: Technology and Innovation in Mathematics C...Holly Arnold Ayers

��

Creating a Shared Vision of Student SuccessHolly Arnold Ayers

��

Similar to Jumping on the Fast-Track: Developmental Education Course Redesign Using NCAT Principles (20)

Community College Consortium OER Panel eLearning 2013Una Daly

��

ITLA Day of Scholarship Spring 2013Boakes, Norma

��

This was presented at the Day of Scholarship at Richard Stockton College of NJ. ITLA is the instructional technology leadership academy of the Stockton Teacher Education Program. This innovative program is designed to provide preservice teachers with advanced technology skills to help them be prepared and competitive in the teaching workforce. The presentation highlights the progress the ITLA program has made over the past 3 years and the work of the students in the current cohort.

Enhancing the pedagogical value through lecture captureIlkka Kukkonen

��

This document discusses a project to enhance the pedagogical value of lecture capture. Preliminary results from the project found that students were generally satisfied with lecture capture and found it useful for their studies, especially for making up missed classes and preparing for exams. However, challenges remained in understanding how students used the recordings to support their learning and developing formats to help students engage with the content. The project gathered usage data, discussions, and notes to analyze how lecture capture impacted learning outcomes and student study strategies with the goal of improving the technology's educational value.

European Distance Learning Week: Open Education at the micro level: “Use of M...EDEN Digital Learning Europe

��

Impact of Open Textbook Adoption on Teaching and LearningREA Brasil

��

OER Use by Public School Students in PakistanOpen Education Global (OEGlobal)

��

1) The document investigates the use of open educational resources (OER) in secondary and tertiary education in Pakistan, surveying schools, students, teachers, and universities. 2) It finds that while some OER is being used, awareness and active use is limited, especially in schools, and barriers include a lack of time, training, and resources in local languages. 3) For universities, most students are unaware of OER repositories and do not contextualize resources, while some teachers use OER as-is for quality teaching but face technological and language barriers.

Jane Secker & Emma Coonan "Implementing a new curriculum for information lite...CILIP ARLG

��

This document discusses the development and implementation of a new curriculum for information literacy called ANCIL (A New Curriculum for Information Literacy). It was created through a modified Delphi study involving expert consultation. ANCIL is intended to be holistic, modular, embedded within academic programs, and flexible. It focuses on developing broad knowledge and skills rather than specific tools. The document outlines the project background, what makes ANCIL different, and strategies for implementing it at other institutions through audits and developing action plans.

Open Education Week: Community College OER Innovation PanelUna Daly

��

Presentation from Open Education Week, March 13, 2013 From a "Basic Arithmetic MOOC” to an “OER-based General Education Certificate”, learn about the innovation at our two-year public colleges and how to best support institutional adoption of OER at your college. Website: http://oerconsortium.org How to participate Webinar time: 19:00-20:00 GMT/UTC Webinar language: English PRIOR TO THE MEETING Test Your Computer Readiness Use the following link to login to the webinar: http://www.cccconfer.org/MyConfer/GoToMeetingAnonymousely.aspx?MeetingSeriesID=7f5ae919-67a1-4e98-8cf7-861fc0692b93 When prompted, please enter first and last name, email address, and screen name and click on the Connect button to proceed to webinar. Speakers Una Daly MA, Community College Outreach, OpenCourseWare Consortium Dr. Wm. Preston Davis Director of Instructional Services, ELI, Northern Virginia Community College Dr. Donna Gaudet Math Professor, Scottsdale Community College, Arizona Quill West OER Project Director, Tacoma Community College, Washington

Open Education Strategy at Universities in Hokkaido Region Utilizing OEROpen Education Global (OEGlobal)

��

The document summarizes the open education strategy of universities in Hokkaido, Japan. It discusses developing open educational resources (OER) using a 3 step process: 1) develop OER for their own university, 2) reuse OER for on-campus and distance learning, and 3) create open MOOCs by reusing OER. It also describes forming a consortium of universities in Hokkaido to share liberal arts courses through distance learning and an OER repository. Evaluation found positive feedback and increased student outcomes from using OER, flipped classrooms, and learning analytics, though challenges remain in reducing costs and ensuring sustainability.

CCCOER Advsory Meeting June 2013Una Daly

��

This document summarizes the agenda and discussions from the CCCOER Advisory Meeting on June 6, 2013. The meeting included introductions, highlights from recent OER conferences, updates from the OCWC board and CCCOER member projects, a review of CCCOER's status and achievements for the past year, and plans for the upcoming summer. Key points included new OCW board priorities around social issues, member projects on OER adoption and savings, upcoming webinars on competency-based learning and OER, and continued research on OER adoption through faculty surveys and case studies.

Open Education Strategy at Universities in Hokkaido Region Utilizing OERKatsusuke Shigeta

��

The document outlines Hokkaido University's open education strategy in Japan. It aims to (1) develop open educational resources (OER) in Japanese for university courses, (2) share OER within the university and consortium for blended learning, and (3) create open MOOCs by reusing OER. A center was established to support faculty in developing OER and analyzing learning analytics. A consortium of universities collaborates on sharing liberal arts courses through distance learning. Preliminary results found positive faculty and student feedback, and potential for improving educational outcomes through OER, distance learning, and open MOOCs. Challenges include reducing OER development costs and ensuring sustainability.

Leveraging Blackboard Solutions for Program Assessment: Four PerspectivesStephanie Richter

��

WFI10-Jarmon-AMMathieu Plourde

��

Chia - Assessing models of library instruction: a case of NTU librariesIL Group (CILIP Information Literacy Group)

��

The document summarizes Janice Chia's presentation about NTU Libraries' models for library instruction at NTU. It describes a collaborative information literacy program model implemented in 2004 with online and in-person workshops. It also details a Library Instructional Matrix version 1 with 39 modules divided into 4 tracks. Feedback led to developing Matrix version 2 to better meet needs with limited resources and a changing university environment. The presentation reflects on improvements and moving instruction programs forward with clear objectives and support from subject heads.

Comnet teaching and curriculum development processesProjectENhANCE

��

IQAC_Presentation_UoP.pptxpanwarmonika93

��

The IQAC at KSU strives to continuously improve the institution's academic and administrative performance through quality enhancement. It promotes best practices and internalizes quality culture. Key focus areas include improving teaching-learning processes, knowledge delivery and learning outcomes. Technology, faculty development, and learning-centric curriculum help achieve IQAC's goals. CBCS, skill development courses, research promotion, and collaboration further quality education. The IQAC ensures a culture of quality remains at the institution's core to foster excellence in holistic student development.

Reflections on Implementing a Learning to Learn Module: Learning for Success ...CONUL_ACIL

��

This document summarizes the development and implementation of a learning to learn module called "Learning for Success @ University" for first year arts students at University College Dublin (UCD). A project team developed the module with the goals of helping students transition to university, improve study skills, and increase engagement. The module was delivered blended online and face-to-face over nine weeks. It utilized an interactive online learning resource and included lectures, tutorials, and workshops. Student feedback was positive about skills developed and active learning approaches used. Evaluations are ongoing to understand student experiences and determine the impact of the module.

CeLC 2010 - Preparing K-12 Teachers to Support Online LearningMichael Barbour

��

MTDA Administrative Webinar 14 April 2010Montana Digital Academy

��

The webinar provided information about the Montana Digital Academy (MTDA) online learning program for the 2010-2011 school year. It outlined the 43 available online courses, the roles of teachers, districts, and students. Enrollment is currently open and the goal is to have an improved online student management system. Districts play a key role in enrolling and supporting students. The presenters welcomed questions and provided their contact information.

OER Policy & Quality IssuesCEMCA

��

Community College Consortium OER Panel eLearning 2013Una Daly

��

ITLA Day of Scholarship Spring 2013Boakes, Norma

��

Enhancing the pedagogical value through lecture captureIlkka Kukkonen

��

European Distance Learning Week: Open Education at the micro level: “Use of M...EDEN Digital Learning Europe

��

Impact of Open Textbook Adoption on Teaching and LearningREA Brasil

��

OER Use by Public School Students in PakistanOpen Education Global (OEGlobal)

��

Jane Secker & Emma Coonan "Implementing a new curriculum for information lite...CILIP ARLG

��

Open Education Week: Community College OER Innovation PanelUna Daly

��

Open Education Strategy at Universities in Hokkaido Region Utilizing OEROpen Education Global (OEGlobal)

��

CCCOER Advsory Meeting June 2013Una Daly

��

Open Education Strategy at Universities in Hokkaido Region Utilizing OERKatsusuke Shigeta

��

Leveraging Blackboard Solutions for Program Assessment: Four PerspectivesStephanie Richter

��

WFI10-Jarmon-AMMathieu Plourde

��

Chia - Assessing models of library instruction: a case of NTU librariesIL Group (CILIP Information Literacy Group)

��

Comnet teaching and curriculum development processesProjectENhANCE

��

IQAC_Presentation_UoP.pptxpanwarmonika93

��

Reflections on Implementing a Learning to Learn Module: Learning for Success ...CONUL_ACIL

��

CeLC 2010 - Preparing K-12 Teachers to Support Online LearningMichael Barbour

��

MTDA Administrative Webinar 14 April 2010Montana Digital Academy

��

OER Policy & Quality IssuesCEMCA

��

Jumping on the Fast-Track: Developmental Education Course Redesign Using NCAT Principles

1. Developmental Education Course Redesign Using NCAT Principles Cynthia Fletcher, Pulaski Technical College Holly Ayers, Ozarka College Kristin Bowden, Cossatot Community College of the UA

2. Fixed Attendance Teaching Vs. Vs. Flexible Attendance Facilitating “Simply ask: how NCAT would we do things Emporium differently if we put learning first? Then Instructors Course Format do it.” and/or And -Barr & Tagg Tutor Facilitators Lab Access

3. Cossatot Pulaski Tech Ozarka • Project AMP-NCAT • Title III, • Foundations of Funding Foundations of Math, Institutional • 2007- current Excellence, Funding • Hawkes Learning Achieving the • 2010-current Systems Dream • Hawkes Learning • Pilot Review • 2006- current Systems • MyMathLab • Pilot Review • Pilot Review

4. •Acceleration of Developmental Math •NCAT Emporium Model Utilization •Modularization •Mastery-Based •Computer Lab Utilization •Standardized curriculum •Qualified Math Instructor Utilization •Curriculum Alignment

5. Cossatot Community College-UA Pilot Project Length: 5 Academic Semesters 3 Levels/Semester 7.6% 2 Levels/Semester 55.4% 1 Level/Semester 24.6% Non-Completers 3.2% Drop-Outs 9.2% Average GPA College Algebra 2.65

6. Pulaski Technical College Pilot Project Length: 2006-2011 Course 2006 2011 Success Success DEVE0332/0334 42% 54%-64% DEVE0036 41% 54% DEVE0338 48% 55% •Fall 2011-Pilot classroom emporium, modulized with mastery learning •Spring 2011-6 sections modulized with mastery learning

7. Ozarka College Completion Rates-2010 Pilot Project Length: Fall 2011 Pilot Project Pacing-Fall 2011 Level 1 Dev Ed Math 49.61% Accelerated 31% Level 2 Dev Ed Math 45.67% Completion Completion 40% Level 3 Dev Ed Math 40.48% Paced <1 semester 28% Average Dev Ed Math Completion Rate Traditional Lecture Redesign Pilot •Fall 2011-3 sections, one instructional site 2010-2011 Fall 2011 modulized with mastery learning 45.25% 71% (Projected) •Spring 2011-8 sections, four instructional sites modulized with mastery learning, accelerated college algebra

8. Kristin Bowden-Division Chair- Humanities and Social Sciences Cossatot Community College-UA Kbowden@cccua.edu 870-584-4471, Ext 1126 Cynthia Fletcher-Interim Dean Academic Success Pulaski Technical College cfletcher@pulaskitech.edu 501-8122322 Holly Ayers-Division Chair- Math, Science and Education Ozarka College hayers@ozarka.edu 870-368-2040

�ݺ�ߣ

Jumping on the Fast-Track: Developmental Education Course Redesign Using NCAT Principles

Recommended

More Related Content

What's hot (20)

Viewers also liked (9)

Similar to Jumping on the Fast-Track: Developmental Education Course Redesign Using NCAT Principles (20)

Jumping on the Fast-Track: Developmental Education Course Redesign Using NCAT Principles